Early Intervention Delivery Methods for New Zealand Children with Autism: Current Practices Versus Parental Preferences
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ORIGINAL PAPER
Early Intervention Delivery Methods for New Zealand Children with Autism: Current Practices Versus Parental Preferences Carla Wallace‑Watkin1 · Andrew J. O. Whitehouse2 · Hannah Waddington1 Accepted: 29 October 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Little is known about parent preferences regarding delivery methods of early interventions. This research examined, through parent report, the current and preferred delivery methods of seven common educational early interventions accessed by New Zealand children with autism spectrum disorder. Responses from 63 eligible participants were collected via an online questionnaire. Results suggested that four of the seven early intervention services were predominantly delivered through some form of professional advice to parents. Participants who were receiving at least one privately funded service were more likely to have at least one service delivered directly to their child. Parents’ most preferred delivery method for all early intervention services, except parent education programs, involved a professional working directly with their child. Keywords Autism spectrum disorder (ASD) · Early intervention · Delivery methods · Parent perspectives Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterised by developmental differences in two primary domains: socialization, specifically social communication and interaction, along with restrictive and repetitive interests, activities, and behaviours (American Psychiatric Association 2013). Symptoms of ASD typically emerge during early childhood, and can impact on numerous developmental domains, including motor functioning (Licari et al. 2019) and intellectual abilities (Alvares et al. 2020). Recent research suggests that the prevalence rate of ASD may be as high as 1 in 59 children (Centers for Disease Control 2018). Along with this rise in prevalence have come reliable methods of identifying and diagnosing children with ASD before their second birthday (Chawarska et al. 2007). Given that ASD can be diagnosed early in a child’s life, it
* Hannah Waddington [email protected] Carla Wallace‑Watkin [email protected] Andrew J. O. Whitehouse [email protected] 1
School of Education, Victoria University of Wellington, P.O. Box 600, Wellington 6140, New Zealand
Telethon Kids Institute, University of Western Australia, Perth, Australia
2
is imperative to provide access to reliable, evidence-based early interventions. Research supports the long-term efficacy of early intervention for reducing symptoms of ASD in children (Estes et al. 2015; Green et al. 2017; Pickles et al. 2016). There is potential that increased brain plasticity in this age group raises the possibility of successful long-term brain and behavioural changes as a result of intervention (Webb et al. 2014). Zwaigenbaum et al. (2015) note that it is of particular importance to engage young children diagnosed with, or suspected of having, AS
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